scholarly journals PHILOSOPHY OF EDUCATION AND PEDAGOGY: SUBJECT STATUS

2020 ◽  
Vol 16 (3) ◽  
pp. 4-8
Author(s):  
MADINA ASHILOVA ◽  
ALIBEK BEGALINOV ◽  
KALIMASH BEGALINOVA
Keyword(s):  
Scientific Knowledge ◽  
Deep Level ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Genetic Aspect ◽  
Soviet Science ◽  
Testing Ground ◽  
Methodological Approaches ◽  
Holistic Vision ◽  
The Relationship

The article deals with the features of the relationship between pedagogy and philosophy of education in the historical and genetic aspect. Various facets of their interaction caused by ideological and methodological approaches to the educational process are shown. Attention is drawn to the fact that the feature that distinguishes the philosophy of education from pedagogy is a holistic vision of education, the study of its problems in the most generalized and conceptual form. Various scientific approaches to pedagogy and philosophy of education are revealed, among which the situation developed within the framework of Soviet science is of particular interest, when pedagogy was understood as a “testing ground” for the application and approbation of philosophical ideas. Summarizing all the approaches, the authors come to the conclusion that the analysis of the education from the perspective of philosophy requires the recourse to pedagogy as a science, which explores the problems of education at a deep level, and from the perspective of pedagogy – the recourse to the philosophy of education, acting as a universal, conceptual, methodological, and ideological scientific knowledge.

scholarly journals METHODOLOGICAL APPROACHES AND DIDACTIC COMPETENCE OF MODERN TEACHER OF PHYSICS IN THE CONTEXT OF INTEGRATION EDUCATIONAL PROCESSES

2020 ◽  
Vol 1 (191) ◽  
pp. 16-20
Author(s):  
Iryna Kozlovska ◽  
◽  
Magdalena Opachko ◽  
Iryna Zinchuk ◽  
◽  
...  
Keyword(s):  
Personality Development ◽  
Educational Process ◽  
Educational Institutions ◽  
Integrative Approach ◽  
Professional Activity ◽  
Educational Processes ◽  
Complex Process ◽  
Pedagogical Skills ◽  
Methodological Approaches ◽  
The Relationship

The article highlights a new understanding of a role and place of teachers in the educational process, where learning management is seen as a complex process that takes into account the heterogeneity of the learning environment and the ambiguity of didactic interaction. The analysis of the basics of teaching physics at school made it possible to identify its main functions aimed at developing of students’ knowledge and mental activity. It is shown that in the process of students’ mastering the content of didactic management, the methodological competence of a teacher of physics is improved. The use of methodological approaches in a teacher of physics’ didactic competence formation is substantiated (the competence approach made it possible to reveal the structure of competence, determine the relationship with the concepts of methodological, didactic, psychological-pedagogical, technological, information-communicative competence and present its structure in the system of competences of teachers of physics aiming at revealingits systematic nature and self-sufficient essence; a systematic approach to teacher training in didactic management made it possible to present the training process as a system aimed at preparing teachers to manage the teaching of physics and personality development in learning: an integrative approach based on the unity of theoretical and practical components in future teacher readiness, a harmonious combination of knowledge from different cycles of training and focus on the integrative nature of training results;a praxeological approach focuses on the development of such components of pedagogical skills as methodical, communicative, psychodidactic, technological, managerial, etc.). The didactic aspects of the professional activity of a teacher of physics in different types of educational institutions have been analyzed, the dominance of the subject approach to the content of knowledge and violation of a number of didactic principles, including purposefulness and motivation of learning, has been revealed. The basic provisions of a course of physics introduction in a vocational school have been determined. Five stages of sequential implementation of the integrative approach in the educational and cognitive process of a teacher of physics have been identified and described. Conclusions,regarding the expediency of a teacher of physics’ didactic competence developing on the basis of leading methodological approaches, have been made.

“Capital” as the key to solving modern economic problems (Offline addition to the discussion on the revival of a special seminar on Karl Marx’s “Capital”)

2019 ◽  
pp. 142-150
Author(s):  
Alexandеr V. Buzgalin
Keyword(s):  
Political Economy ◽  
Educational Process ◽  
Capitalist System ◽  
Economic Problems ◽  
Modern Economy ◽  
Modern Economic ◽  
The Relationship

In the article prepared in connection with the discussion on the use of the Marxist political economy heritage and the revival of a special seminar on Marx’s “Capital”, the author shows the dialectic of the relationship between the content and the transformed forms of the modern capitalist system; the potential of “Capital” to understand the content of the modern economy, and the potential of economics to understand its forms. On this basis, the author shows which questions of our time are answered by Marxist methodology and theory, and which are not, and concludes that Marxist political economy has significant methodological potential to become an important component of the scientific and educational process in current conditions.

Study of the infl uence of information and communication tools on the psychophysiological state of schoolchildren on the basis of subjective evaluation

2020 ◽  
pp. 47-55
Author(s):  
Aleksandra Rakhmanova ◽  
Georgiy Loginov ◽  
Vladimir Dolich ◽  
Nataliya Komleva ◽  
Galina Rakhmanova
Keyword(s):  
High School ◽  
Emotional State ◽  
Statistical Significance ◽  
Subjective Evaluation ◽  
Educational Process ◽  
The Body ◽  
Leningrad Region ◽  
Communication Tools ◽  
Information And Communication ◽  
The Relationship

The relevance of the article is determined by the existence of contradictions between the need to introduce innovative technologies into the educational process at school, as an integral attribute of modern education, and the negative influence of factors on the physical and psycho-emotional state of health of students related to the use of information and communication tools (computers, phones, headphones). The goal of the study was to assess the relationship between the timing of the use of information and communication tools and the frequency of functional and psycho-emotional complaints in groups of middle and high school schoolchildren. 400 schoolchildren of the Saratov Region, the Moscow Region, Leningrad Region and the Republic of Dagestan were surveyed, who made up two groups of research: middle-school schoolchildren (grades 5–6) and high-school schoolchildren (grades 10–11 The survey was carried out by means of the standardized formalized cards which included the questions considering usage time of computers and mobile phones, complaints to a headache, hands pain, other pain and/or feeling of discomfort from visual organ and the organs of hearing, as well as a psycho-emotional state. Statistical analysis of the data was performed using the STATISTICA application software program by StatSoft Inc (USA). To compare the frequencies of a binary feature, a fourfold table of absolute frequencies was constructed and the level of statistical significance for the exact Fisher’s two-tailed test criterion was determined. The study was conducted according to the requirements of bioethics, after signing informed consent statement by teenagers and their parents. The study examined the relationship between the timing of the use of information and communication tools and the frequency of complaints in groups of schoolchildren. The results of the study should be taken into account when developing and implementing preventive measures to prevent negative effects of computers and mobile devices on the body of students.

THEORY OF LAW AND PHILOSOPHY OF LAW AS THEORETICAL DISCOURSES: SPECIFICS AND RELATIONSHIP

2020 ◽  
pp. 9-17
Author(s):  
Вадим Леонидович Афанасьевский
Keyword(s):  
Scientific Knowledge ◽  
Scientific Theory ◽  
Theoretical Concept ◽  
Philosophy Of Law ◽  
The West ◽  
Scientific Creativity ◽  
Key Characteristics ◽  
Different Types ◽  
Theory Of Law ◽  
The Relationship

В статье анализируется проблема взаимоотношений философии права и научной теории права. Рассматриваемая проблема стала особенно актуальной в российском образовательном пространстве в связи с введением после длительного перерыва в государственный образовательный стандарт магистратуры по юриспруденции учебной дисциплины «Философия права». Автор статьи в качестве базисного принимает тезис, согласно которому философия права, являясь сферой философской мысли, и теория права как область научного социогуманитарного знания представляют собой разные типы теоретического дискурса. Исходя из этого, в статье выстраивается теоретическая концепция, согласно которой задачей философии права как философского типа мышления является конструирование или экспликация онтологических, эпистемологических, аксиологических, феноменологических оснований для формирования и функционирования научных теоретико-правовых и историко-правовых построений. Для реализации поставленной в статье задачи подробно рассматриваются ключевые характеристики как теории философского типа, так и идеалов, норм и характеристик научного знания. Выявленное различие экстраполируется на взаимоотношение теории права как продукта научного творчества и философии права как конструкции, задающей базовые мировоззренческие смыслы. В качестве примера выработанных философией права и государства оснований научных теорий прогресса, государства, морали и права, автор приводит взгляды мыслителей западноевропейской философской классики: Т. Гоббса, Ж.-Ж. Руссо, И. Канта, Г.В.Ф. Гегеля. Именно их философские концепции предопределили образы теоретико- и историко-правовых учений XVIII, XIX, XX и даже начала XXI в. Таким образом, отношение философии права и теории права выстраивается по «вертикали»: от онтологического основания к возведению теоретико-правовых и историко-правовых научных построений. The article analyzes the problem of the relationship between the philosophy of law and the scientific theory of law. The problem under consideration has become especially urgent in the Russian educational space in connection with the introduction of the Philosophy of Law discipline master's degree in law after a long break. The author of the article takes as the basis the thesis that the philosophy of law, being the sphere of philosophical thought, and the theory of law as a field of scientific socio-humanitarian knowledge are different types of theoretical discourse. Based on this, the article builds a theoretical concept according to which the task of the philosophy of law as a philosophical type of thinking is the construction or explication of ontological, epistemological, axiological, phenomenological grounds for the formation and functioning of concrete scientific theoretical and legal and historical and legal constructions. To implement the task posed in the article, the key characteristics of both a theory of a philosophical type and ideals, norms and characteristics of scientific knowledge are examined in detail. The revealed difference is extrapolated to the relationship between the theory of law as a product of scientific creativity and the philosophy of law as a construction that sets basic philosophical meanings. As an example of the foundations of the scientific theories of progress, state, morality and law developed by the philosophy of law and the state, the author gives the views and thinkers of the West European philosophical classics T. Hobbes, J.-J. Russo, I. Kant, G.V.F. Hegel. It was their philosophical concepts that predetermined the images of theoretical and historical-legal doctrines of the XVIII, XIX, XX and even the beginning of the XXI centuries. Thus, the attitude of the philosophy of law and the theory of law is built along the «vertical»: from the ontological foundation to the construction of theoretical and historical and historical legal scientific constructions.

Introduction

2018 ◽  
Author(s):  
Tom Phillips
Keyword(s):  
Intellectual Life ◽  
Ancient Greek ◽  
Performance Culture ◽  
Methodological Approaches ◽  
And Performance ◽  
Poetic Texts ◽  
The Relationship

This volume addresses issues central to the study of ancient Greek performance culture: the role played by music in performed poetry; the ancients’ understanding of the relationship between music, poetry, and performance; and music’s relation to other areas of ancient intellectual life. This chapter comprises a brief discussion of the evidential difficulties involved in attempting to appreciate the effects created by ancient Greek music in conjunction with poetic texts. Some contemporary methodological approaches are canvassed as aids to this attempt, and an overview is provided of the chapters that make up the volume.

Physicianship and the Rebirth of Medical Education

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Educational Process ◽  
Medical Attention ◽  
Patient Centeredness ◽  
Goals Of Medicine ◽  
The Subject ◽  
Definition Of ◽  
And Function ◽  
William Osler ◽  
The Relationship

This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

Knowing by Doing: The Role of Geometrical Practice in Aristotle’s Theory of Knowledge

Elenchos ◽  
2015 ◽  
Vol 36 (1) ◽  
pp. 45-88 ◽  
Author(s):  
Monica Ugaglia
Keyword(s):  
Scientific Knowledge ◽  
Theory Of Knowledge ◽  
States Of Mind ◽  
General Process ◽  
The Real ◽  
Analogical Model ◽  
Primary Function ◽  
The Relationship ◽  
The Way

Abstract Aristotle’s way of conceiving the relationship between mathematics and other branches of scientific knowledge is completely different from the way a contemporary scientist conceives it. This is one of the causes of the fact that we look at the mathematical passages we find in Aristotle’s works with the wrong expectation. We expect to find more or less stringent proofs, while for the most part Aristotle employs mere analogies. Indeed, this is the primary function of mathematics when employed in a philosophical context: not a demonstrative tool, but a purely analogical model. In the case of the geometrical examples discussed in this paper, the diagrams are not conceived as part of a formalized proof, but as a work in progress. Aristotle is not interested in the final diagram but in the construction viewed in its process of development; namely in the figure a geometer draws, and gradually modifies, when he tries to solve a problem. The way in which the geometer makes use of the elements of his diagram, and the relation between these elements and his inner state of knowledge is the real feature which interests Aristotle. His goal is to use analogy in order to give the reader an idea of the states of mind involved in a more general process of knowing.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

Footpaths of the Late-Soviet Environmental Turn: The “Forest City” of Novosibirsk’s Akademgorodok as a Sociotechnical Imaginary

2021 ◽  
Vol 48 (3) ◽  
pp. 289-313
Author(s):  
Roman Bugaev ◽  
Mikhail Piskunov ◽  
Timofey Rakov
Keyword(s):  
Soviet Union ◽  
Two Dimensions ◽  
Visual Perspective ◽  
Garden City ◽  
Soviet Science ◽  
Definition Of ◽  
Green Ideas ◽  
Human Flora ◽  
The Relationship ◽  
The City

Abstract The founding of Akademgorodok near Novosibirsk in the late 1950s features prominently in the historiography of the Thaw and the general turn of Soviet science to the eastern parts of the country. This article puts this story into the context of the formation of modern “green” ideas in the late Soviet Union and reconsiders the relationship between humans and nature, along with the definition of nature itself. Akademgorodok produced a telling visual perspective: the architectural plan for the city dictated that its scientific, industrial, and living zones were drowned deep in the taiga. Architects named this type of urban planning “diffusive,” and memoirists described it as a “Forest City.” Using the term of Sheila Jasanoff, we designate this “Forest City” as a sociotechnical imaginary of Akademgorodok. Our aim is to study the historical roots of the “Forest City” and how it became a collective imaginary. How did it happen that in the 1950s and 1960s, when the “faces” of Soviet cities were defined by districts of standard panel houses, that a city was built near Novosibirsk in which so much attention was given to pre-human flora, fauna, and landscapes? What ideas and intellectual contexts composed the concept of Akademgorodok as a “Forest City”? Our answer possesses two dimensions. First, the rejection of the use of decorative elements in housing construction in the post-Stalin epoch stimulated architects to pay more attention to the greening of cities. They revived the concept of a “garden city” proposed by Ebenezer Howard on a new level. Second, the evolution of the ideas of Mikhail Lavrentyev, the founder of Akademgorodok, who upon arrival in Siberia applied the productivist program manifested in the slogan “Siberia is a treasure of resources,” but later changed his opinion to more “green” views under the influence of the so-called “Baikal Discussion.” The viewpoints of Lavrentyev influenced the design of this “center” of Siberian science, and then he formulated the idea of a “Forest City.” These contexts enable the utopian horizons and the search for models of a constructed future that were typical of the Thaw era to reflect upon the important challenges of the contemporary Anthropocene.

TELECOMMUNICATION NETWORKS AS A BASE FOR BRIDGING THE DIGITAL DIVIDE BETWEEN RUSSIAN FEDERATION REGIONS

2021 ◽  
Author(s):  
Н.А. ЧИСТОВА ◽  
А.С. БОРОДИН ◽  
А.Е. КУЧЕРЯВЫЙ
Keyword(s):  
Digital Divide ◽  
Communication Networks ◽  
Russian Federation ◽  
Educational Process ◽  
Telecommunication Networks ◽  
Gross Regional Product ◽  
Planning And Design ◽  
The Russian Federation ◽  
Regional Product ◽  
The Relationship

Статья посвящена анализу возможностей сетей связи для сокращения цифрового разрыва между регионами Российской Федерации. Основным результатом статьи является установление взаимосвязи валового регионального продукта и доли занятых в сфере информатизации и связи в общем числе занятых во всех отраслях. Результаты статьи могут быть использованы заинтересованными министерствами и ведомствами при реализации программы цифровой экономики, научными и проектными организациями при планировании и проектировании сетей связи, а также университетами в учебном процессе. The article is devoted to the analysis of the capabilities of telecommunication networks with ultralow latency to reduce the digital divide between the regions of the Russian Federation. The main result of the article is to establish the relationship between the gross regional product and the share of people employed in the field of informatization and communications in the total number of people employed in all industries. The results of the article can be used by interested ministries and departments in the implementation of the digital economy program, scientific and design organizations in the planning and design of communication networks, as well as by universities in the educational process.

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